Maybe I’m just getting very old and out of touch, but is it not a bit odd for a teacher never to have heard “Jerusalem”? You’d think most people would have heard “Jerusalem” sung whilst watching, say, the Commonwealth Games, the Last Night of the Proms, cricket Test matches or rugby union internationals, surely? Hmm. Other than that, we got farm animals running around the school grounds, slide rules, stink bombs (these were still going in the ’80s, not sure if they are now), and the replacement of history lessons by “social studies”. No history lessons? I’m traumatised at the very thought of that! And, for the first time, we got the views of some of the children’s parents.
This fourth episode was about secondary modern schools in the 1960s. I wasn’t keen on the mouthy new teacher, who, apart from claiming that she’d never heard of “Jerusalem”, only seemed to want to criticise – I’m not keen on the idea of religion in school assemblies myself, but, if you’re looking into life at a different time, or in a different place, you need to accept that it’ll be, well, different! -whereas the kids and the other teachers seemed genuinely interested in learning about changes in schooling over the years. However, fortunately, she didn’t feature very much.
Gender divisions have been a big feature of this series, and that continued in this episode, with boys being taught bricklaying whilst girls were taught secretarial skills. Leaving aside the gender divisions, the whole point of this was obviously to train them for the workplace. We are constantly hearing about employers moaning that schools today do not train pupils for the workplace. It’s an ongoing debate – what is the purpose of education? So much of what you learn in school is of very little use to you in later life, and you end up forgetting a lot of it. But is it important to learn it in the first place, to learn those studying skills, to have that broad base of knowledge? And what about choice? But how much choice was there anyway, before the economy became so much more service-based? No rights or wrongs, but a lot of questions.
The food was horrible. Yep. School dinners. Horrible!
We then got rural studies. School farms. Obviously this would have been more relevant in some parts of the country than others, but, again, it was all about training people for the workplace. And, again, it was all about gender division. The girls didn’t get near the farm. I quite liked the idea of animals roaming about on school premises. I’d have hated it in practice – I’m not good with animals – but it would certainly have been different! The boys also got to play about with cars – although the BBC had to politicise this by harping on about how boys who went to grammar schools would have had far more chance of affording fancy cars than boys who went to secondary moderns.
The girls, meanwhile, were learning domestic science. This was not to train them for the workplace, the days of large numbers of girls going into domestic service being long over, but to train them for marriage. It was pointed out that around 25% of girls in Britain in the early 1960s married in their teens. I have to say that I’d have been a disaster at this school! No history lessons. Animals wandering around. And people expecting you to get married in your teens – which would have been quite upsetting if you felt that you were the fat girl whom no-one was going to look at twice! Not to mention my dire culinary skills: I nearly set fire to our school home economics room on two separate occasions. Honestly! And, later, technical drawing, something else I can’t do. Anyway. The girls were not impressed at being told that the point of the cookery lesson was to impress a male teacher. There’d been more gender equality in the episode on Victorian times.
We also got careers evenings, for the first time, and this meant that parents were brought in. It was very interesting to hear one boy’s mother say that she liked the idea of him being taught a trade. Most of the careers advice seemed to be about telling kids what sort of work was likely to be available than trying to encourage them to do what they wanted. Then again, the careers advice at my school in the late ’80s/early ’90s wasn’t that great, either. It was a bit of a joke that, whatever you said, the careers advisor would tell you to think about either law or personnel management! But at least advice was being given.
We seem to be seeing a lot more of the boys’ PE lessons than the girls’. The boys got to play football in this episode. Lucky boys! There was a lot of talk about the 1966 World Cup, which was considerably more cheerful than the talk earlier in the episode about the Cuban Missile Crisis. The boys also got to talk about hovercraft. Meanwhile, the girls got to learn technical drawing – the idea being that this could lead to careers in different fields, as the Sixties moved on.
Then, finally, we got on to academic work, with maths lessons involving the use of slide rules. And then “social studies”. Apparently, the idea was to replace lessons in the humanities subjects with what I’d always thought of as being an American idea. Ugh. No proper history lessons? What a horrible thought!
Something different! It hadn’t occurred to me, but there’d been nothing about pranks and practical jokes so far. Kids in books were always playing practical jokes on friends and teachers, whether it was all the “tricks”, bought from a “trick shop” played by Alicia on the French teacher at Malory Towers, or the apple-pie beds and similar pranks played by Chalet School girls on their friends. At secondary school, we used to do “jumper chases”. Best done on a warm day! Each kid in turn would remove their jumper. Most teachers just let it go, but the maths used to get very stroppy about it! At primary school, we used to make itching powder – which usually didn’t actually cause itching, but was still annoying when someone dropped it down your back. A couple of us did try sticking signs on people’s backs, like in Enid Blyton’s Naughtiest Girl books, but the signs always fell off!
And we also had stink bombs, which the boys – the boys seemed to be getting all the fun in this programme – got to use. One boy I knew – he was a right horrible kid! – decided to try using stink bombs at a religious studies lesson. This wasn’t at school, but actually at a place of worship. Everyone present at the time got a long lecture on the evils of desecrating the House of God. OK, it wasn’t funny … but it kind of was! Do kids still play with stink bombs, or have they got more sophisticated tastes these days?
Finally, at the end of the Sixties, the kids got to watch Neil Armstrong and Buzz Aldrin’s moon landing, on TV. Fifty years ago this year. How’s that happened? It only seems like two seconds since the fortieth anniversary of it was being marked! How can it be fifty years since 1969? And the next episode – the week after next, with no episode this week for some reason – moves us on into the 1970s, which is getting frighteningly close to my time! I started primary school at the end of the ’70s. How is it all so long ago?!